Rubric for Information Writing—Sixth Grade

Name: ______Date: ______

Rubric for Information Writing—Sixth Grade Grade 4 Grade 5 Grade 6 Grade 7 (1 POINT) 1.5 PTS (2 POINTS) 2.5 PTS (3 POINTS) 3.5 PTS (4 POINTS) SCORE STRUCTURE Overall The writer taught readers Mid- The writer used different Mid- The writer conveyed ideas Mid- The writer brought together different things about a level kinds of information to level and information about a level ideas and information about subject. He put facts, details, teach about the subject. subject in a well-structured a subject in a text that quotes, and ideas into each Sometimes she included text. Sometimes she develops a subtopic and/or part of his writing. little essays, stories, or how- incorporated arguments, an idea. He incorporated a to sections in her writing. explanations, stories, or variety of text structures as INFORMATION procedural passages. needed, including argument, explanation, narrative, and procedural passages. Lead The writer hooked her Mid- The writer wrote an Mid- The writer wrote an Mid- The writer interested the readers by explaining why level introduction in which level introduction in which she level reader in the topic by the subject mattered, telling he helped readers interested readers, perhaps explaining its significance

a surprising fact, or giving a get interested in and with a quote or significant or providing a compelling Teaching Rubrics big picture. She let readers understand the subject. fact. She let readers know fact, statistic, or anecdote. know that she would teach He let readers know the the subtopics that she He made it clear what parts them different things about subtopics that he would would develop later and of this topic his text would a subject. later develop, as well as the how her text would unfold. tackle, and how the ideas sequence. and information in the text would unfold. Transitions The writer used words in Mid- When the writer wrote Mid- The writer used transitions Mid- The writer used transitions each section that helped level about results, she used level to help readers understand level to link concepts with related readers understand how words and phrases like how different bits of information. The transitions one piece of information consequently, as a result, information and different help the reader follow from connected with others. If and because of this. When parts of his writing part to part and make it 6 he wrote the section in she compared information, fit together. He used clear when information sequence, he used words she used words and phrases transitions to help connect is an example of a bigger and phrases such as before, such as in contrast, by ideas, information, and idea, follows from an earlier later, next, then, and after. comparison, and especially. examples, and to imply point, introduces a new If he organized the section In narrative parts, she relationships such as when idea, or suggests a contrast. in kinds or parts, he used used phrases that go with material exemplifies, adds The writer used such words such as another, also, stories such as a little later to, is similar to, explains, is transitions as specifically, and for example. and three hours later. In a result of, or contrasts. He for instance, related to, just the sections that stated used transitions such as for as, turning to, on the other an opinion, she used instance, such as, similarly, hand, and however. words such as but the therefore, as a result, in most important reason, for contrast to, and on the example, and consequently. other hand.

May be photocopiedPart for II: classroom The Assessment use. © 2014 by Lucy Tools—Information Calkins and Colleagues from the Writing Teachers College Reading and Writing Project. Writing Pathways: Performance Assessments and Learning Progressions, Grades K–8 (Heinemann: Portsmouth, NH). 157

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Grade 4 Grade 5 Grade 6 Grade 7 (1 POINT) 1.5 PTS (2 POINTS) 2.5 PTS (3 POINTS) 3.5 PTS (4 POINTS) SCORE STRUCTURE (cont.) Ending The writer wrote an ending Mid- The writer wrote a Mid- The writer wrote a Mid- In his conclusion, the in which she reminded level conclusion in which he level conclusion in which she level writer reinforced and readers of her subject and restated the main points restated the important ideas built on the main point(s) may either have suggested and may have offered a and offered a final insight or in a way that made the a follow-up action or left final thought or question for implication for the reader to entire piece a cohesive readers with a final insight. readers to consider. consider. whole. The conclusion She added her thoughts, may have restated the feelings, and questions main points, responded to about the subject at the them, or highlighted their end. significance. Organization The writer grouped Mid- The writer organized her Mid- The writer chose a focused Mid- The writer focused her information into sections level writing into a sequence of level subject. level writing on a subtopic or a and used paragraphs and separate sections. She may The writer used subheadings particular point or two. sometimes chapters to have used headings and and/or clear introductory The writer organized her separate those sections. subheadings to highlight transitions to separate piece into parts and used Teaching Rubrics Teaching

Each section had the separate sections. sections. structures (claims and information that was mostly The writer wrote each The writer made deliberate supports, problem/solution, about the same thing. He section according to an choices about how to order sequence, etc.) to organize may have used headings organizational plan shaped sections and about the those parts (and perhaps and subheadings. partly by the genre of the sequence of information the whole). section. and ideas within sections. The writer used He chose structures such introductions, topic

INFORMATION as compare and contrast, sentences, transitions, categories, or claim and formatting, and graphics, support to organize where appropriate, to information and ideas. clarify the structure of the Some sections are written piece and to highlight main 6 as argument, explanation, points. stories, or procedural passages. TOTAL:

May be photocopied for classroom use. © 2014 by Lucy Calkins and Colleagues from the Teachers College Reading and Writing Project from Units of Study in Argument, Information, and Narrative Writing (firsthand: Portsmouth, NH). May be photocopied for classroom use. © 2014 by Lucy Calkins and Colleagues from the Teachers College Reading and Writing Project. Writing Pathways: Performance Assessments and Learning Progressions, Grades K–8 (Heinemann: Portsmouth, NH). 158 Writing Pathways: Performance Assessments and Learning Progressions, 6–8

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Grade 4 Grade 5 Grade 6 Grade 7 (1 POINT) 1.5 PTS (2 POINTS) 2.5 PTS (3 POINTS) 3.5 PTS (4 POINTS) SCORE DEvELOpmEnT Elaboration* The writer taught her Mid- The writer explained Mid- The writer included varied Mid- The writer included varied readers different things level different aspects of a level kinds of information such as level kinds of information such as about the subject. She subject. She included a facts, quotations, examples, facts, quotations, examples, chose those subtopics variety of information such and definitions. and definitions. She because they were as examples, details, dates, The writer used trusted analyzed or explained the important and interesting. and quotes. sources and information information, showing how The writer included different The writer used trusted from authorities on the the information fits with kinds of facts and details sources and gave credit topic and gave the sources her key points or subtopics, such as numbers, names, when appropriate. She credit. including graphics where and examples. made sure to research any appropriate. The writer worked to INFORMATION The writer got her details that would add to make his information The writer consistently information from talking to her writing. understandable and incorporated and cited people, reading books, and The writer worked to interesting. To do this, he sources. from her own knowledge make her information referred to earlier parts The writer worked to make and observations. understandable to readers. of his text, summarized her topic compelling as The writer made choices To do this, she referred to background information, well as understandable. She earlier parts of her text or raised questions, or brought out why it mattered about organization, perhaps using compare/contrast, summarized background considered possible and why the audience Teaching Rubrics cause/effect, or pro/con. She information. The writer let implications. should care about it. may have used diagrams, readers know when she was charts, headings, bold discussing facts and when words, and definition boxes she was offering her own to help teach her readers. thinking.

*Elaboration and Craft are double-weighted categories: Whatever score a student would get in these categories is worth double the amount of points. For example, if a student exceeds expectations in Elaboration, then that student would receive 8 points instead of 4 points. If a student meets standards in Elaboration, then that student would receive 6 points instead of 3 points. 6

May be photocopied for classroom use. © 2014 by Lucy Calkins and Colleagues from the Teachers College Reading and Writing Project from Units of Study in Argument, Information, and Narrative Writing (firsthand: Portsmouth, NH). May be photocopied for classroom use. © 2014 by Lucy Calkins and Colleagues from the Teachers College Reading and Writing Project. Writing Pathways: Performance Assessments and Learning Progressions, Grades K–8 (Heinemann: Portsmouth, NH). Part II: The Assessment Tools—Information Writing 159

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Grade 4 Grade 5 Grade 6 Grade 7 (1 POINT) 1.5 PTS (2 POINTS) 2.5 PTS (3 POINTS) 3.5 PTS (4 POINTS) SCORE DEvELOpmEnT (cont.) Craft* The reader made deliberate Mid- The writer made deliberate Mid- The writer chose her words Mid- The writer used words word choices to teach his level word choices to have an level carefully to explain her level purposefully to affect readers. He may have done effect on his readers. He information and ideas and meaning and tone. this by using and repeating used the vocabulary of to have an effect on the The writer chose precise key words about his topic. experts and explained the reader. words and used metaphors, When it felt right to do so, key terms. The writer worked to anecdotes, images, or the writer chose interesting The writer worked to include concrete details, comparisons to explain comparisons and used include the exact phrase, comparisons, and/or images what he meant. figurative language to clarify comparison, or image to to explain information and The writer included his points. explain information and concepts and to keep her domain-specific, technical The write made choices concepts. reader engaged. vocabulary, and defined about which information The writer not only made The writer incorporated these when appropriate. was best to include or not choices about which details domain-specific vocabulary The writer used a formal include. and facts to include but also and, when necessary, she tone, but varied it The writer used a teaching made choices about how explained terms to readers, appropriately to engage the Teaching Rubrics Teaching

tone. To do so, he may to convey his information providing context clues, reader. have used phrases such so it would make sense to parenthetical explanations, as that means, what that readers. The writer blended text boxes, or similar really means is, and let me storytelling, summary, and support. explain. other genres as needed and The writer supported used text features. readers’ learning by using a The writer used a consistent, teaching tone and a formal

INFORMATION inviting, teaching tone and style, as appropriate. varied his sentences to help readers take in and understand the information. 6 TOTAL: LAnGUAGE COnvEnTIOnS Spelling The writer used what she Mid- The writer used what she Mid- The writer used resources Mid- The writer checked spelling knew about word families level knew about word families level to be sure the words in level of technical, domain-specific and spelling rules to help and spelling rules to help his writing were spelled words and was careful with her spell and edit. She her spell and edit. She correctly, including technical the spelling of citations. used the word wall and used the word wall and vocabulary. dictionaries to help her dictionaries to help her when needed. when needed.

May be photocopied for classroom use. © 2014 by Lucy Calkins and Colleagues from the Teachers College Reading and Writing Project from Units of Study in Argument, Information, and Narrative Writing (firsthand: Portsmouth, NH). May be photocopied for classroom use. © 2014 by Lucy Calkins and Colleagues from the Teachers College Reading and Writing Project. Writing Pathways: Performance Assessments and Learning Progressions, Grades K–8 (Heinemann: Portsmouth, NH). 160 Writing Pathways: Performance Assessments and Learning Progressions, 6–8

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Grade 4 Grade 5 Grade 6 Grade 7 (1 POINT) 1.5 PTS (2 POINTS) 2.5 PTS (3 POINTS) 3.5 PTS (4 POINTS) SCORE LAnGUAGE COnvEnTIOnS (cont.) punctuation When writing long, complex Mid- The writer used commas to The writer used punctuation The writer varied his and Sentence sentences, the writer used level set off introductory parts of such as dashes, parentheses, sentence structure, Structure commas to make them clear sentences (for example, as colons, and semicolons sometimes using simple and and correct. you might know,). to help her include extra sometimes using complex The writer used a variety information and explanation sentence structure. of punctuation to fix any in some of her sentences. The writer used internal run-on sentences. He used The writer accurately punctuation appropriately punctuation to cite his cited her references, using within sentences and sources. appropriate punctuation. when citing sources, including commas, dashes, INFORMATION parentheses, colons, and semicolons. TOTAL:

Teachers, we created these rubrics so you will have your own place to pull together scores of Total score: ______student work. You can use these assessments immediately after giving the on-demands and also If you want to translate this score into a grade, you can use the provided table to score each for self-assessment and setting goals. student on a scale of 0–4. Teaching Rubrics Scoring guide Number of Points Scaled Score In each row, circle the descriptor in the column that matches the student work. Scores in the 1–11 1 categories of Elaboration and Craft are worth double the point value (2, 3, 4, 5, 6, 7, or 8 instead 11.5–16.5 1.5 of 1. 1.5, 2, 2.5, 3, 3.5, or 4). 17–22 2 Total the number of points and then track students’ progress by seeing when the total points 22.5–27.5 2.5 increase. 28–33 3 33.5–38.5 3.5 39–44 4 6

May be photocopied for classroom use. © 2014 by Lucy Calkins and Colleagues from the Teachers College Reading and Writing Project from Units of Study in Argument, Information, and Narrative Writing (firsthand: Portsmouth, NH). May be photocopied for classroom use. © 2014 by Lucy Calkins and Colleagues from the Teachers College Reading and Writing Project. Writing Pathways: Performance Assessments and Learning Progressions, Grades K–8 (Heinemann: Portsmouth, NH). Part II: The Assessment Tools—Information Writing 161

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